Architecture of Creativity and Entrepreneurship: A Participatory Design Program to Develop School Entrepreneurship Center in Vocational High School

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1 Architecture of Creativity and Entrepreneurship: A Participatory Design Program to Develop School Entrepreneurship Center in Vocational High School Yandi Andri Yatmo & Paramita Atmodiwirjo Department of Architecture, Universitas Indonesia Abstract Education for entrepreneurship is an important component of vocational high school education, where the students aspire to prepare for a career soon after graduating. It should provide the foundation for the students to initiate their own enterprises. Certain spaces and time need to be devoted to harness the students potentials in entrepreneurship, along with the development of their creative skills and innovative attitudes. This paper presents a model of participatory program in building an entrepreneurship centre in a vocational high school in Depok (West Java, Indonesia) to provide spaces for students entrepreneurship practice. In this program, we worked closely with the school community to create architecture as an instrument for entrepreneurship education. The program is strongly based on the aspiration and dreams of the school community, and emphasizes on the engagement of the whole school community through a variety of methods. While the program is resulted in the construction of a physical building, the primary goal of the program is actually to enable the school community to create an innovative plan, implement it with their own resources and eventually achieve their own target. In this way, the physical architecture acts as a trigger for building the innovative spirit, creative ideas and can do attitudes of the school community. These are all the key aspects of entrepreneurship education that are important for the students future. Keywords: Entrepreneurship, creativity, architecture, vocational, participatory 1. Introduction Entrepreneurship education has become an important UNESCO agenda in education, especially for the education of the youth. There are various definitions of entrepreneurship education. Including in these definitions are the education which allows students to develop and use their creativity, and to take initiatives, responsibility and risks and made up of all kinds of experiences that give students the ability and vision of how to access and transform opportunities of different kinds. (UNESCO, 2008, p. 10). Entrepreneurship education is often associated with the attempts to increase employment opportunities and to strengthen the work-school connections. However, it should be considered as an important component of quality education in secondary school, in which they act as a catalyst for thinking and acting, and inject creativity into the learning experience (ILO & UNESCO, 2006, p. 23). While entrepreneurship is an important component in education at all levels and types, it becomes particularly crucial in vocational education, where the learning process should be able to prepare students for employment soon after graduation. This paper describes the development of an educational program in a vocational high school in Depok (West Java, Indonesia). The program primarily comprises of design and build participatory

2 activities involving the whole school community. The paper begins with an overview of vocational secondary education in Indonesia, and the discussion on the needs to develop creative pedagogic approach to promote various entrepreneurship attitudes including creativity. The background and purposes of the program are described in brief, along with the implementation and the outcomes of the program. The concluding section refletcs on how this program could become a potential model of education for creativity and entrepreneurship for vocational secondary education. 2. Vocational Secondary Education in Indonesia: An Overview Vocational education plays an important role in providing skilled and trained labour forces in various fields that are needed by the society. In Indonesia, vocational education is delivered through Vocational High School institutions or Sekolah Menengah Kejuruan (SMK). The purpose of the vocational education in SMK is to develop students intelligence, knowledge, personality, nobility and skills in order to enable them to be independent as well as to continue to further education. At the moment there are 9,161 SMKs in Indonesia, consisting of 2,462 public vocational high schools and 6,669 private vocational high schools (Direktorat Pendidikan SMK, 2009). These vocational high schools manage vocational education in various specialised disiciplines, including technology and engineering, ICT, health, arts, crafts and tourism, agrobusiness and agrotechnology, as well as business and management. The national educational policy has highlighted the importance of improving quality and relevance of vocational education as an attempt to fulfill the needs of labour force in various fields (Ministry of National Education Strategic Plan ; Ministry of National Education Strategic Plan ). National education long term plan has set a target to improve the number of vocational high schools. The ratio of general high school and vocational high schools would be shifted from of 70:30 in 2005 to 30:70 by year The shifting of this target ratio suggests the incresingly important role of vocational high school to meet the needs of labour market within the society. Nevertheless the increase in quantity of vocational high school should also be accompanied by the improvement of quality and relevance. The existing vocational high schools should be encouraged to develop educational programs that are grounded on local excellence, as well as providing students with entrepreneurship skills as important instruments towards independence and economic development. Education for entrepreneurship has been included as an integral part of the national curriculum, as outlined in the national standard for curriculum content for vocational high schools (Peraturan Mendiknas RI Nomor 22 Tahun 2006 tentang Standar Isi). According the the standard, the contents of entrepreneurship education consists of: 1) entrepreneurship attitudes and behavioura (identifying entrepreneurs attitudes and behaviours, applying work performance, developing problem solutions, developing entrepreneurship spirit, building commitment, taking business risk, decision making); 2) leadership (demonstrating resilience, managing conflicts, developing enterprise vision and mission); 3) micro-enterprise planning (analyzing business opportunities, analyzing business management aspects, preparing business proposal); 4) micro-enterprise management (preparing a business enterprise, calculating business risks, running small businesses, evaluating business outcomes)

3 In implementing the curiculum content, it becomes necessary for the vocational high schools to promote opportunities for the students to practice their entrepreneurship skills. Therefore, it is important to have educational programs that could harness the students entrepreneurship potentials and to provide opportunities to get involved in the practical activities where they could acquire and exercise various entrepreneurial skills and abilities. Unfortunately, currently there is a huge gap of quality among existing vocational high schools in Indonesia. Many vocational high schools do not have enough resources (both physical resources and human resources) that enable the schools to provide practical entrepreneurship opportunities for the students. The initiatives for educational programs that could translate the needs for entrepreneurship education into effective learning activities in everyday educational process are still limited in practice. There is still a huge need to develop creative pedagogic approaches to enable the integration of entrepreneurship education within the whole school curriculum in order to achieve the educational objectives. 3. Exploring Creative Pedagogic Approaches for Entrepreneurship Education The development of entrepreneurial mindset should be an integral part of education; in fact, it should begin as early as possible (Figueiredo-Nery & Figueiredo, 2008). By being involved in entrepreneurship education programs, students could get various benefits, as found in various studies that evaluated the implementation of school-based education program that promote entrepreneurship. Some of the benefits are the improvement of students communication skills, business knowledge as well as analytic and thinking skills (Hanham, Loveridge & Richardson, 1999). Such programs could also encourage students to think more about their future, expose them to career options, and enable them to see the connection between the schoolwork and the world of work (Fitzgerald, 1999). Eventually, the program could promote the students aspiration and intention to start their own businesses in the future (Hamidi, Wennberg & Berglund, 2008). Entrepreneurship education could not be separated from creativity and innovation. The concept of entrepreneurship reflect the ability to transform ideas into action and should include the insight in developing new businesses and creating commercial activity, in which creativity and innovation are the important factors (Sjøvoll, 2010, p. 15). Creativity could influence various entrepreneurial behaviours, including innovation, product development and marketing (Hamidi, Wennberg & Berglund, 2008). Therefore education for creativity should be an important goal in entrepreneurship education. However, in many educational contexts, there is a continuous challenge on the development of creative approach that could nurture the students creative and innovative capacities. This is particularly true when working withing the framework of traditional school system (Lund, 2010). Innovative and creative pedagogic practice is still limited due to lack of teacher s awareness and qualifications in applying these practices which may eventually prevent children s development of creative and entrepreneurial mindsets (Figueiredo-Nery & Figueiredo, 2008). In order to deliver successful entrepreneurship education program, there is a need for commitment to adjust teaching approaches, enthusiasm, dedication and sharing dialog among teachers and school principal. More importantly, the program should ideally be process-oriented, and not outcome-oriented (Fitzgerald, 1999).

4 The discussion above indicates that the development of creative pedagogic approaches for entrepreneurship education should take into account how the creativity and innovative elements could be integrated within the school program. It also involves the challenges to build the clear commitment of the whole school and to define the clear focus on the learning process through which students could gain benefits in their acquisition of knowledge and skills. This paper describes an educational approach that is based on architecture discipline, where the process of designing and building becomes an instrument to promote creativity and entrepreneurship skills for vocational high school students. Architecture is a discipline that involves a wide range of knowledge which could promote the understanding of human environment in a comprehensive way. The potentials of architecture as resources in more general context of education has been identified in Built Environmental Education guideline from Union Internationale des Architectes (UIA), which emphasises on the role of architecture in addressing critical thinking, responsible citizenship, cultural literacy, social relevance and environmental sustainability (Union Internationale des Architectes, 2002). Architectural education for young people is not limited to the development of knowledge on environment, but also offers opportunities to get involved in planning, design and even realizing ideas for built environment. By influencing their physical environment, young people could gain a sense of ownership and confidence (Parnell et al, 2008). Within the context of entrepreneurship education, this program pushes further the role of architecture as a platform in promoting certain skills and knowledge that could promote entrepreneurship attitudes among the students. It offers a model for a creative approach in entrepreneurship education for vocational high school students. The following section will provide an overview of the program, the objectives and methods of implementation as well as the outcomes gained from the program. 4. Architecture for Creativity and Entrepreneurship: A Participatory Approach Objective In this program, we develop a model of participatory design and building process in a vocational high school, which involves the whole school community. There are two main objectives of the program. The first objective is related to the physical development of the school, to provide a space that could support the development of entrepreneurship activities of the school. The second objective is to involve the whole school to develop creative ideas and to implement their creative ideas. Throughout the process of involvement, it is expected that the students would gain certain knowledge and skills that would benefit their development especially in entrepreneurship. Setting The program was implemented in SMK Prisma, a vocational high school in Depok, West Java. SMK Prisma is a private vocational high school with 330 students, 39 teachers and 7 staffs. The students are enrolled in four specialized fields: administration, marketing, accounting and IT. Around 40% of the students come from low income families, therefore it becomes important that the education could lead to their increased opportunities for better economy in the future. As a vocational high school, SMK Prisma intends to provide opportunities for the students to practice their entrepreneurial

5 skills. However, before the program began, there was still limited opportunities for students to develop and apply their ideas of entrepreneurship. The school had agreed to collaborate with our team in developing a lot next to the school lot as a site for building a space that could be used to harness students potentials in entrepreneurship. The space, which would be built together by the team and the school community, was expected to become a setting where students could develop ideas for various entrepreneurship activities. In addition, throughout the process they were expected to learn various knowledge and skills. Subjects There are various actors involved in this program. In general the program would promote the involvement of the whole school community consisting of students, teachers, alumni and school management. However, at the initial stages of the project, there was a group of selected students that would become the core team with responsibility to involve their peers in the later stages. The core team of the students consisted of 32 students from Year 11 and 12, representing the four different specialized skills. All the teachers were invited to get involved in the program, however, due to the existing teaching load, only some teachers could get fully involved throughout the program. In the program, the school community was accompanied by our team which consisted of architecture students and research assistants, who took role as facilitators during the process. Program implementation The program was implemented in four main stages: a) initial dialog, b) students workshop, c) design development and d) building construction. In these stages, our team worked closely with the SMK Prisma school community to develop and implement ideas for school entrepreneurship centre. a) Initial dialog During initial dialog, a number of meetings were conducted in which our team had dialog with different members of the school communities: students, alumni, teachers and school management. The aim of the meetings was to ensure similar vision towards this program and to ensure the commitment of everyone involved in the program. Aspiration and existing potentials of the school community were identified, and became the basis for further stages of the program. b) Students workshops The students were then involved in a series of entrepreneurship workshops, in which students were given opportunities to develop ideas of any kinds of businesses that they could develop as the media for their entrepreneurship practice. The workshops comprised several activities: conducting surveys of entrepreneurship ideas among their peers, brainstorming on possible business ideas, and discussing several potential alternatives of business ideas. They explored the possibilities of ideas that are innovative (new and original ideas), effective (feasible to be realized in the existing situation) and integrative (joining potentials from different fields). They were also asked to discuss the requirements needed to support the realization of the business.

6 c) Design development Based on the results of the workshop, it was agreed that a building would be created as a setting for the activities to realize the students business ideas. The design of the building was developed based on several criteria: functional (catering for the needs of the school community), business/commercial values (as a media of promotion), feasibility (could be constructed), participation (involving school community) and sustainability (offer possibilities for further development). The design idea of the building consisted of spaces for three major functions: display, office/administration and meeting/gathering. The spaces were arranged in modular parts that offer possibilities for further improvement and development. The modular-based design was in line with the purpose of the program as a trigger for the school to begin a creative approach for entrepreneurship education. Therefore the design would allow the construction work to be conducted in stages. An important characteristic of the design is the designation of certain building elements that would be built using the materials contributed by the students. The students contributed certain building elements, such as concrete bricks or plants, that would become a representation of their contribution to the physical realization of the building. d) Physical construction and program management The construction works were performed by involving different actors depending on the capabilities. The main structural works were carried out by the professional builder, however, various supporting works to support the construction works were shared among the members of the school communities, especially the students. The students form several groups that were in charge of three different types of works: physical works, creative works and management works. For the physical works, the students were involved in the purchase of materials, the collection of concrete brick and plant contribution from all other students, the site cleaning and preparation for construction. The creative works involve the development of various aesthetic elements for the buildings (mural, decoration), and the renovation of furniture using the old unused furniture that the school had. For the management works, the students develop a daily schedule in which they take turn in participating in the program. They also made record of the daily progress of the construction by taking pictures and display them in the school notice board to be seen by all other students. All these involvement were meant as a way to develop an idea of the collaborative work in realizing a building, which will be used collcetively for school activities in the future. 5. Program Outcomes Result of the processs At the end of the program, the main structure and the main space of the building has been finished. There were, however, some works left to enable the building to fully function as an entrepreneurship centre. Since the program was meant as a trigger for further development, this unfinished works should be considered as an opportunity for the school to continue independently what they had already started with support from our team. The school is now challenged to develop their own program for completing the physical works of the building as well as for making a good use of the building to support their entrepreneurship ideas that have been developed at the beginning stage of the program.

7 Views from the school community To obtain a better picture on how the program has given benefits for the school community, we conducted a series of focus group discussions with the students and the teachers. The discussion allowed us to examine the extent to which the students and teachers understood the purpose of the program, the benefits that they gained, and their ideas for further development and improvement of this program. During the discussion, it was found that the students and the teachers had some clear ideas about the purpose of the program. Several students considered the construction of the entrepreneurship centre building as the main objective of the program, however, others also expressed their understanding of various purposes of the program: to develop creative business ideas, to provide opportunities for practicing entrepreneurship, to develop organization skills, and to develop entrepreneurship opportunities. The viewed that this program was from us, by us and for us. The teacher also expressed similar understanding of the purpose of the program, as a participatory activities in developing a medium to cater entrepreneurship practice for the school, as a way to bring classroom theories into practice. The students could feel various benefits offered by this program. By participating in the students workshop, the students learned to respond to a problem by developing creative ideas to reach useful solutions, gain more understanding about entrepreneurship, and learn about organization, collaboration/teamwork and communication/discussion with other people. During the physical construction works, the student also felt various benefits especially in understanding the process involved in realizing an idea, and in the formation of strong relationships among the students. They also met some challenges throughout their involvement in the progamme. The program had taken up some of their times, although they did not feel significant loss of their study time, since most activities in the program were conducted during free or recess period. Another more challenging aspect was in their attempt to involve the whole school community. The program began with a small group of students that acted as a core group. When it came to socializing the program to other school community, the students from the core group faced a challenge in spreading the information of the program and managing their peers to participate in the program. Nevertheless, the students said that they felt that their roles were the most prominent during the whole process, while the teachers and school management only acted in coordinating and socializing roles. It is interesting to know what would happen after the program ends. Since the physical construction only acted as a trigger, it was important that the school would develop a plan for further development. According to the students, they would use the building as a medium to start an entrepreneurship activities, by opening their business. Meanwhile the teachers had already discussed a plan for internal business plan competition, with the winners to be given opportunities to perform in the new entrepreneurship centre. However, there were some unavoidable doubt from some students on whether the program would continue after our team left, in particular whether the students would be willing to continue what they have already started. Both the students and the teachers considered that it was important to develop a strong organization to ensure the continuation of the program. This could be in the form of extracurricular activity group, that will be responsible in managing the new entrepreneurship centre. Students also gave an opinion on the needs for advisory and management roles by the school

8 management or teachers. Meanwhile teachers realised some challenges in promoting the involvement of all the teachers from the four fields, to collaborate in continuing the program. These are some requirements for sustainability that had been realized by the school community. 6. Towards a model for entrepreneurship education The program has demonstrated a potential to develop a model of educational program which consists of the construction of the physical building, with embedded purposes of promote entrepreneurship education. The outcomes of the program as illustrated above suggests certain important aspects of this model. The physical architecture that are built collectively becomes a symbol of rebuilding the dreams and aspirations of the school community in terms of entrepreneurship education. The process provides opportunities for exercise in planning, implementing and managing a creative idea. These could be achieved through a series of students entrepreneurship workshops as well as throughout the process where the students are challenged to develop a management system to support this program. The collective engagement of the whole school community creates a collective sense of belonging, and hopefully, a sense of responsibility. The program acts as a trigger for developing creative ideas, innovative spirit and can do attitudes of the school community. By participating in such program, the school community could harness their own potentials and witness their own capabilities to create something for their own development. Various unfinished elements of the program provide an opportunity for further development and create a challenge for the school community to ensure the sustainability. Our exploration to develop an innovative approach for education has suggested some possibilities of using architecture as an instrument for entrepreneurship education. In this way, there would be a clear connection between the physical material of the building and the educational process that could promote creativity and entrepreneurship. This idea could be expanded for further educational approach for vocational high schools. Further examination would be necessary to explore how the model could be applied in other contexts and how further benefits could be obtained in different contexts of vocational high schools, vocational disciplines and vocational education programs. Acknowledgement The program was funded by Community Service Grant, Universitas Indonesia, The authors would like to thank all the team members, which consist of Universitas Indonesia architecture students and research assistants, for their assistance during the implementation of the program.

9 References Direktorat Pendidikan SMK (2009). Data Pokok SMK. Figueiredo-Nery, M. A. N. & Figueiredo, P. N. (2008). Forming Entrepreneurial Mindsets? Preliminary Evidence of Teaching Practices from Primary Schools in a Developing Area in South America. Journal of Technology Management & Innovation, 3(1), 1-17 Fitzgerald, J. (1999). Promoting Entrepreneurship among Inner-City High School Students : Does it Improve Student Outcomes? Urban Education, 34, Hamidi, D. Y., Wennberg, K. & Berglund, H. (2008). Creativity in Entrepreneurship Education. Journal of Small Business and Enterprise Development, 15 (2), Hanham, A.C., Loveridge, S. & Richardson, B. (1999). A National School-Based Entrepreneurship Program Offers Promise. Community Development Society. Journal, 30(2), ILO & UNESCO (2006). Towards An Entrepreneurial Culture for the Twenty-First Century: Stimulating Entrepreneurial Spirit through Entrepreneurship Education in Secondary Schools. Lund, B. (2010). Innovation Strategies in Schools. In Skogen, K. & Sjøvoll, J. (Eds.) (2010). Creativity and Innovation: Preconditions for Entrepreneurial Education. Trondheim: Tapir Academic Press. Ministry of National Education Strategic Plan Ministry of National Education Strategic Plan Parnell, R. et al (2008). The Change Project: Engaging Children and Young People with Architecture and the Built Environment. Executive Summary. Paul Hamlyn Foundation and The University of Sheffield. Peraturan Mendiknas RI Nomor 22 Tahun 2006 tentang Standar Isi. Sjøvoll, J. (2010). Pedagogic Entrepreneurship through Creativity and Innovation. In Skogen, K. & Sjøvoll, J. (Eds.) (2010). Creativity and Innovation: Preconditions for Entrepreneurial Education. Trondheim: Tapir Academic Press UNESCO (2006). On Promoting Entrepreneurship Education in Secondary Schools. Final Report. UNESCO Inter Regional Seminar, Bangkok, February Union Internationale des Architectes (2002). UIA Built Environment Education Guidelines.

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